Resources

The Midwest Comprehensive Center’s (MWCC’s) work often involves identifying, compiling, and translating relevant information into accessible resources. The following resources were developed by or created with support from MWCC.

Minnesota Department of Education |

The Midwest Comprehensive Center collaborated with the Minnesota Department of Education to produce this collection of resources, which provides a comprehensive set of guidance, strategies, and tools for engaging districts and schools in equity-oriented career and college readiness program planning and a continuous improvement process.

Midwest Comprehensive Center |

The Midwest Comprehensive Center conducted interviews with education leaders who have been collaborating with the Institute for Personalized Learning and Wisconsin Department of Public Instruction to implement personalized learning initiatives in their schools. This document provides a snapshot of each district’s journey and shares one approach to achieving each stage in the transformation process.

Illinois State Board of Education |

The U.S. Department of Education's English Learner Tool Kit covers legal obligations and responsibilities for educating English learners. The Midwest Comprehensive Center collaborated with the Illinois State Board of Education to produce an associated series of professional development modules that present Illinois-specific guidance to help educators, administrators, and parents understand and meet the legal obligations to English learner students. 

Midwest Comprehensive Center |

This report reflects available information about the native language standardized assessments in use by our 50 states, the District of Columbia, and Puerto Rico. The report reflects the growing interest and commitment of policy makers, state education agencies, and the public to provide English learners equitable access to standardized tests.

Midwest Comprehensive Center |

This resource was developed to support initiatives in Minnesota and Wisconsin related to personalized and deeper learning, including the use of student academic and career plans. It includes a brief summary of the research, highlights promising goal-setting practices, and provides the results of a research evidence review that indicates that there is promising (Tier III) evidence for the practice of student goal setting.

Midwest Comprehensive Center and Career & College Readiness & Success Center |

This brief presents a review of research and current state practices related to measures that Iowa might consider for its federal accountability indicator of school quality or student success—specifically, for inclusion within a composite index of postsecondary readiness.

Minnesota Department of Education |

The Midwest Comprehensive Center and Center on Great Teachers & Leaders provided content expertise to inform the Minnesota Department of Education’s development of guidance to help schools integrate social and emotional learning into their practices.

Midwest Comprehensive Center |

Under the Elementary and Secondary Education Act (ESEA), some districts are required to consult with tribal governments on the development of their education plans. This practice brief provides an overview of district-level ESEA tribal consultation requirements and guidance for local education agencies.

Midwest and Great Lakes Comprehensive Centers |

A collaboration between the Great Lakes Comprehensive Center and the Midwest Comprehensive Center, this website compiles a library of resources to help states identify, explore, and advance state-level policy, guidance, and supports that drive deeper learning practices.

Midwest Comprehensive Center, Career & College Readiness & Success Center, and Center on Standards & Assessment Implementation |

This toolkit includes information, examples, and associated resources to help state education agencies execute a research- and best practices-based standards review and revision process.

Wisconsin Department of Public Instruction |

Once prominently featured, the term “scientific inquiry” is rarely mentioned within recently released national standards for K–12 science education. This report explores the evolving notions of scientific inquiry and the extent to which these trends are reflected in the state science standards adopted by Wisconsin and neighboring states.